Chapter 10

Reading Literature

Experiencing Literature A text can be read efferently or aesthetically: Efferent Stance--the focus is on information in the text

We can read an essay to learn about the ideas, which would be the efferent stance.

Aesthetic--the reader is carried away by the feelings evoked by the text.

If we appreciate the biting satire or humor in the essay, then we are reading with an aesthetic stance.

Reading is not an either/or proposition. Instead, it is a continuum with the reader moving toward one stance or the other based on his/her expectations or focus.

Experiencing Literature Continued

What is important to remember is that teachers need to have a clear sense of purpose when asking children to read a particular piece.

The purpose should fit in with the nature of the piece and the objective for presenting it.

When reading a story: The reading is efferent if the focus is on the literal comprehension

(ex. who are the characters, what is the setting, etc.). The reading is aesthetic is the reader begins to imagine sounds,

sights, and emotions, or if the reader begins to wonder what happens to the characters after the story is over, or if the reader imagines alternate scenarios or endings, or if the reader identifies with the character by wondering how he/she would act in a similar situation.

5 Ways to Elicit Response Creating a reader response

environment—students feel valued and free to respond

Preparing to read the literary piece—activating schema, new concepts, and vocabulary words

Reading the literary piece-read silently by students

Small-group discussion—four or five students in a group for 5-10 minutes

Class discussion—extend small group discussion to whole class

Using Response Journal to Encourage Response to Literature

After reading, students write their thoughts and reactions in a reading log.

Responses can be open-ended, or they can be prompted.

Literature Discussion Groups A book discussion shared in a small

group setting. Groups meet anywhere from one to two

times a week. The teacher models ways to respond in

the discussion. The teacher facilitates the discussion

between students. Students respond using role sheets,

notes on bookmarks, sticky notes to record observations, and respond in logs or journals.

Literature Discussion Groups 4-6 students per group. Students decide which book they want to read. Each group is reading a different book. Use fiction and nonfiction. Could be anywhere from 4-6 literature

discussion groups at one time. Roles—discussion director, literary luminary,

connector, character captain, artistic adventurer, vocabulary enricher.

Students complete response activities that share what they learned about their book.

Envisionments:Four Levels of Questions

Initial Understandings-enables students to share their reactions about a text.

Which part of the work stands out in your mind? Developing Interpretations-questions that encourage

students to think more deeply about the story. Do you think the main character acted responsibly?

Reflecting on personal experience-questions that help students relate to personal knowledge or experience.

Have you ever been in a similar type of situation? Evaluating-help students step back and take a critical

look at the piece as a work of art. Does this piece remind you of anything else that you read?

Discussion Moves Stating Explaining Agreeing Disagreeing Building Extending/Following/

Expanding Clarifying Initiating/Opening

Inviting Connecting Monitoring Summarizing Including Modeling Prompting Strategy

Use Debriefing/Reflecting

For chapter activities, copy chart on p. 449 and briefly describe what is found on the chart. Paste the chart to the

back of your chapter activities sheet.

Types of Literature

Folklore Folktales Myths Tall Tales

Poetry Chapter Books and Novels Nonfiction

Analyzing Story Elements

Character Analysis Plot Analysis Semantic Maps Creative Dramas

Story Theaters Reader’s Theater

Reading Aloud Teaching method where the

teacher reads aloud to the student. Designed to promote enjoyment of

reading with children. Can improve students’ attitudes

toward reading. Improves listening, vocabulary,

and comprehension skills.

Suggestions for Structuring the Read-Aloud Program Select books that you enjoy. This will shine

through when you read to your students. Read aloud at the beginning of the period. Decide ahead of time how much you will

read aloud—5-10 minutes. Follow the read-aloud with a discussion

about what was read. Read slightly above students’ grade level. Prepare your reading in advance. Note

difficult vocabulary that might need to be addressed before you read or as you read.

Voluntary Reading

Giving students time to read and choice in what they are reading.

Improves students motivation to read.

Other names... SSR, USSR, SQUIRT.

Adapted Rules for SSR Each student is involved in reading. The teacher reads during this time, too. The teacher can also hold conferences

with individual students. Books should be chosen before SSR

begins. At the beginning of the year, start with

five minutes then build up to longer chunks of reading time.

Use a timer. NO BOOK REPORTS!

Steps for SSR

1. Determine interests and attitudes.2. Building the classroom library.3. Setting up a management system.4. Teaching students how to select books.5. Teaching students how to talk about books.6. Teaching students how to work together.7. Teaching students to recommend books.

Motivating Readers through Voluntary Reading

Give students an interest inventory at the beginning of the year.

Match books to student’s interests. Use the indirect approach—make

books available all around the classroom.

Pique student’s interest. Use videotapes to preview books.

Motivating Readers Continued

Visit author web sites. Encourage partner reading. Make book recommendations. Give students opportunities to talk

about and share books. Use Internet resources to make

books available.